Case Study - Results at Primary School Leaving Examination in a Rural District in Rwanda

Jan Willem Lackamp

Abstract


The Rwandan system of classifying learners at national examinations in divisions has as a consequence that the performance of schools shows better at first sight than justified. Learners can pass in the lowest division (IV) although their results are very poor. Analysing results in terms of divisions is done quite regularly, but it gives little information about what lays behind the level of performance. In this study the distribution of marks is being introduced as a tool for getting grip The study shows that in Rulindo District at national school leaving examination the majority of learners score the lowest marks (8 and 9). Poor mastery of English is reflected in low results for the other subjects, which are taught and examined in English. However, the number 1 school of the district, which is in no way a privileged school, shows that much better results could be achieved. Quality of leadership, mastery of the medium of instruction and learner-centred methodology seem to be crucial factors for making the difference.

Keywords


Primary school leaving examination; divisions; distribution of marks; language of instruction; learner-centred methodology.

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